Date of Graduation

Spring 5-21-2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

International and Multicultural Education

Program

International & Multicultural Education EdD

First Advisor

David M. Donahue

Second Advisor

Melissa Ann Canlas

Third Advisor

Christine Yeh

Abstract

The Filipina/x/o American community is the third largest Asian American ethnic community in the United States (U.S. Department of Commerce, 2023). Among the population, adolescents in particular have been identified as being in a pivotal period, as adolescence in the Asian American community marks the unfolding of identity development, in addition to increasing familial and societal pressures (Choi et al., 2018).  Existing research has identified Filipina/x/o American adolescents in particular to have higher rates of smoking, alcohol use, teen births, depressive rates, and thoughts about suicide. Despite these growing concerns, limited studies have been conducted on this specific ethnic community to understand how everyday expectations within the context of family, friends, and school impact the social and emotional well-being of Pinay adolescents. Focusing on the internal experience, this qualitative study looks at how identity development and cultural influences shape the internalization of these everyday expectations. Additionally, examining the social component, it outlines the formal and informal support Pinay adolescents utilize when navigating their social and emotional well-being. Grounded in the theoretical frameworks of Pilipino American Identity Development Model and Pinayism. These frameworks supported the development and understanding of the data collected from the lived experiences of 13 8th-grade Pinay adolescents from the San Francisco- Bay Area. Employing a qualitative approach, the methodologies of grounded theory and photovoice provided guidance to the data collection and analysis process, with data collected through the use of Healing Circles (focus groups) and one-on-one interviews. Analysis from the data revealed three themes: (1) developing a sense of self, (2) not always 100%, (3) finding my space, building community. Pinay adolescents named positive influences within their lives that have helped shape their own understanding of self, while also discussing the complexities of finding pride within their Filipina identity. Although Pinay adolescents identified that they are “not always 100%” as they navigated their everyday expectations, participants found solace and comfort through informal support within their families and school community. Pinay adolescents collectively named the value of interpersonal relationships within their family, friends, and school community. Participants overall encouraged schools to continue building school-based support systems in order to foster positive connections for Pinay adolescents with their peers and school staff. Recommendations are provided for (1) mental health clinicians, (2) school districts, and (3) researchers to increase how we support Pinay adolescents in various areas of our work to reimagine school-based mental health (SBMH) support as a way to foster positive social and emotional well-being for Pinay adolescents.

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